etec 531 cultural and new media studies n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
ETEC 531 Cultural and New Media Studies PowerPoint Presentation
Download Presentation
ETEC 531 Cultural and New Media Studies

Loading in 2 Seconds...

play fullscreen
1 / 42

ETEC 531 Cultural and New Media Studies - PowerPoint PPT Presentation


  • 96 Views
  • Uploaded on

ETEC 531 Cultural and New Media Studies. Dr. Stephen Petrina and Dr. Franc Feng Media Production #1 Education and Theoretical Frameworks Produced by Jill French. Theoretical frameworks help to inform different views about how we accept and exploit technology in our culture.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'ETEC 531 Cultural and New Media Studies' - halle


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
etec 531 cultural and new media studies

ETEC 531 Cultural and New Media Studies

Dr. Stephen Petrina and Dr. Franc Feng

Media Production #1

Education and Theoretical Frameworks

Produced by Jill French

slide2
Theoretical frameworks help to inform different views about how we accept and exploit technology in our culture.
  • We do not all see the same potential in new technologies ….
  • "There is no reason anyone would want a computer in their home.“ Ken Olson, President, Chairman, and Founder of Digital Equipment Corporation, 1977 (NSMA, n.d.)

…….

slide3
Although we cannot know for sure what the impact each new technology may have on different sectors in our culture (i.e. education)

our view can limit or expand our vision.

…….

slide4
There are many theories about the interaction between technology and culture.
  • They are complex and often difficult to untangle.
  • They range from …….
slide5
….the view that technologies are separate and create change in cultures…

… to the view that technologies are an intertwined and an integral part of culture.

One way that we can illuminate some of the distinguishing features is to explore just three theories that cover most of the spectrum.

…….

slide6
Here is one possible way of visualize the spectrum for theoretical frameworks on the relationship between technology and culture…..
slide7

New technologies………

…create cultural

change

…are one of many influences

on cultural change

…are an integral

part of culture

Technological

Determinist

Cultural

Materialist

Machinic

Theory

Please note that this is not an inclusive spectrum. There are many other theories

that could be included.

slide8
This presentation explores…

…… technological determinism,

…… cultural materialism and

……machinic theoretical frameworks.

…….

slide9
We will explore each theoretical framework by
  • reading a definition
  • viewing a visual conception
  • reading some informative quotes

…….

slide10
Once we have explored these three frameworks,

we will then discuss some implications these viewpoints may have on using technology in the classroom.

…….

part one exploring three theoretical frameworks
Part OneExploring Three Theoretical Frameworks
  • technological determinism

New technologies………

…one of many influences

on cultural change

…integral part

of culture

…creates cultural

change

Machinic

Theory

Cultural

Materialist

Technological

Determinist

slide12
a definition….
  • Technological determinism is the view that technology is…..

…….

slide13
….'the prime mover' in history… particular technical developments, communications technologies or media, or,

most broadly, technology in general are the sole or prime antecedent causes of changes in society…” (Chandler, n.d.)

…….

slide14
We can visualize the technological determinist theoretical framework in the following way:

…….

slide15

changing

culture

new technologies

slide16
Technology determinism is viewed from both

positive and negative viewpoints.

  • Marshall McLuhan and Jean Baudrillard write about media technology and culture from a determinist perspective,

but they do so from very different outlooks.

…….

slide17
Marshall McLuhan sees media technology in a positive way and argues that media technologies enable people to become more aware of the world as a whole….
  • “The new electronic interdependence recreates the world in the image of a global village” (in Moncur, 2005)

…….

slide18
In contrast, Jean Baudrillard sees media technology in a negative way.
  • He argues that media technology creates what he calls “simulacra”.
  • This theory suggests that as a result of media technology we now experience the representation rather than the reality.

…….

slide19
Referring to media imagery, Baudrillard states…………
  • “In the past, something would take place, then one would know it had taken place, then others would hear about it. Now, one knows everything before it has even taken place…” (Baudrillard, 1996)
  • “the image is the reflection of a basic reality… [until] it bears no relation to any reality whatever: it is its own pure simulacrum” (Baudrillard, 1993)

…….

slide20
…. a second theoretical framework:

2) cultural materialism

New technologies………

…creates cultural

change

…are one of many influences

on cultural change

…are an integral

part of culture

Technological

Determinist

Cultural

Materialist

Machinic

Theory

slide21
a definition….
  • Cultural materialism is the view that technology is not neutral and is…

…….

slide22
one of many influences on a culture and “the best way to understand human culture is to examine material conditions - climate, food supply, geography, etc.” (McClernan , n.d.).
  • Andrew Feenberg adds to this by explaining that….

…….

slide23

“[what] it is to be an automobile or a television is settled by social processes that establish definitions of these objects and grant them specific social roles.

Technology itself cannot determine the outcomes of these processes.” (Feenberg, n.d., ¶ 1)

…….

slide25

new

technologies

climate

geography

changing

culture

social

needs

food

supply

political

needs

Note: this visual is not inclusive.

slide26
The theory of cultural materialism is also approached from different viewpoints.
  • “Williams emphasizes social need and political intention as significant factors involved in technological development…

[for example, the] particular circumstances into which [radio and TV] technologies were introduced” (Murphie & Potts, 2003, p. 18)

…….

slide27
Jacques Ellul expresses a rather negative perspective:
  • “Who is too blind to see that a profound mutation is being advocated here?

A new dismembering and a complete reconstitution of the human being so that he can

at last become the objective (and also the total object) of techniques” (Ellul, 1954 )

…….

slide28
…. a third theoretical framework:

3) ‘machinic’

New technologies………

creates cultural

change

…are one of many influences

on cultural change

…are an integral

part of culture

Technological

Determinist

Cultural

Materialist

Machinic

Theory

slide29
a definition….
  • The machinic theoretical framework is the view that technology is …

…….

slide30
an integral part of culture, with culture comprising of the
  • “relations between technologies, animals, humans, and the world” (Murphie & Potts, 2003, p. 31).

…….

slide32

Culture embodies and evolves from flowing and

intertwined relationships including…….

discourses

political

needs

new

technologies

economics

gender

issues

policies

and laws

social

needs

religious

artistic

voices

old

technologies

institutions

class

relations

Note: this visual is not inclusive.

slide33
This post-structural* approach reflects the

“contradictory, dynamic elements of culture,

…change no longer occurs between stable entities….[where]technologies, like rivers and streams

….are produced by particular contexts and change as these contexts change.

Like rivers and stream, they flow into each other” (Murphie & Potts, 2003, pp 28 & 34).

* views cultural elements as dynamic and unpredictable (Murphie & Potts, 2003, p. 28)

…….

slide34
Sandra Braman’s informs the ‘machinic’ framework with a negative perspective as

she speaks about experimentations in the area of biotics around non-human electronic intelligences and states:

…….

slide35
“Some believe this "world brain" can be used to support real-time decision-making by humans for human purposes.
  • Others, however, note that according to self-organizing systems theory (and as suggested by the biological metaphor), at some point the network may achieve awareness of itself, what is described as self-consciousness in humans.
  • When that time comes, the network may choose to act independently of humans on its own behalf.” (Braman, 2002)

…….

part two implications for the classroom
Part TwoImplications for the Classroom
  • We can approach integrating technology into our classroom from several perspectives, including these three theoretical frameworks.
  • Each framework suggests possible implications for how we might integrate technology into our teaching and learning environment.

…….

slide37
The technological determinist view suggests that

teachers have little control over using technology…

  • computers are here and we must use them
  • we need to use the programs available and teach the skills

…….

slide38
The cultural materialism view suggests

that technology is one of many influences on learning within the classroom,

teachers can integrated technology as one of many tools:

…. in a computer lab and taught as a separate subject

….used for developing writing skills

…….

slide39
The machinist view suggests that technology can be integrated as an integral part of our classroom culture:

its use can evolve and flow in relationships (i.e. curriculum, student needs) within a constructivist classroom to facilitate….

  • social construction
  • deep thinking
  • complex activity
  • scaffolding
  • visualization
slide40
Some concluding thoughts from my machinic perspective, we can choose to…
  • fear, accept or embrace new technologies
  • exploit technologies’ unique features to support a constructivist classroom
  • modify technology use to best meet the needs of our individual learners
  • integrate technology seamlessly, becoming an integral and natural part of our students’ learning environment

As teachers, we choose…...

…….

slide41
References
  • Baudrillard, J. (1996). Vivisecting the 90s: An Interview with Jean Baudrillard. Retrieved June 4, 2005 from http://www.uta.edu/english/apt/collab/texts/vivisecting.html
  • Baudrillard, J. (1993). On the Murderous Capacity of Images. Retrieved June 4, 2004 from http://www.uta.edu/english/apt/collab/texts/precession.html
  • Braman, S. (2002). Posthuman Law: Information Policy and the Machinic World. Retrieved June 4, 2005 from http://www.firstmonday.org/issues/issue7_12/braman/index.html
  • Chandler, D. (n.d.). Technological or Media Determinism. Retrieved June 3, 2005 from http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html
  • Feenberg, Andrew (n.d.). Summary Remarks on My Approach to the Philosophical Study of Technology. Retrieved June 3, 2005 from http://www-rohan.sdsu.edu/faculty/feenberg/method1.html
slide42
Ellul, J. (1954). The Technological Society. Retrieved June 4, 2005 from http://jan.ucc.nau.edu/~jsa3/hum355/readings/ellul.htm
  • Guattari, F. (1985). Pragmatic/Machinic: Discussion with Fe’lix Guattari. Retrieved June 4, 2005 from http://www.gpc.edu/~mnunes/guattari.html
  • McClernan, N. (n.d.). Cultural Materialism. Retrieved June 4, 2005 from http://www.cultural-materialism.org/cultural-materialism/whatis.asp
  • Moncur, M. (2005). Quotation Page. Retrieved June 4, 2005 from http://www.quotationspage.com/quote/24982.html
  • Murphie, A. and Potts, J. (2003). Culture and Technology. Palgrave McMillan: New York.
  • National School Boards Foundation (n.d.). Retrieved June 4, 2005 from http://www.nsba.org/sbot/toolkit/index.html